C8518 - STORIA DELLE TEORIE E DELLE ISTITUZIONI EDUCATIVE PER L'INFANZIA

Course contents

The course aims to analyse the main educational theories and experiences concerning childhood, from the eighteenth century to the present day, situating them within their respective historical, social and institutional contexts. Particular attention will be devoted to the contemporary relevance of the pedagogical approaches examined, in order to understand their significance for current educational practices and for the challenges now facing early childhood services and institutions. The course includes specific reading, analysis and discussion activities designed to foster a critical reworking of the educational models studied and to compare them with present-day issues in early childhood education.

Readings/Bibliography

The course is composed by two entangled modules

Modulo 1 Storia delle teorie dell’infanzia (24 hours). Docente: Tiana Pironi

Modulo 2 Storia delle teorie dell’infanzia (24 hours). Docente: Rossella Raimondo

MODULO 2

For a general historical background, the following authors should be read in depth: E. Scaglia, La scoperta della prima infanzia, vol. 2. Da Locke alla contemporaneità (until p. 141).

The course also includes the full reading of a work by one of the authors addressed in class, to be analysed in relation to its historical-pedagogical context and to the contemporary relevance of the educational approach examined.

MODULO 1

For a general historical background, the following authors should be read in depth: E. Scaglia, La scoperta della prima infanzia, vol. 2. Da Locke alla contemporaneità (from p. 145 until p. 239)

For the monograph part:

- M. Montessori, La mente del bambino, Feltrinelli, Milano, 2023.

- E. Key, Il secolo del bambino (1900), a cura di Tiziana Pironi e Luisa Ceccarelli, Edizioni Junior, 2019.

It is important to study more deeply the historical aspect downloading power point material at the site iol.unibo.it

Teaching methods

In addition to lectures, the course includes group activities designed to explore in greater depth the contemporary relevance of the educational theories and experiences analysed.

In particular, the following activities will be proposed: reading and discussion of pedagogical texts; analysis of historical and contemporary educational experiences; comparison between educational models of the past and current practices.

Assessment methods

The exam consists of a written test (2 questions for single modules) in 2 hours. The two modules must always be taken simultaneously; the final mark will be given by the average of the marks obtained in the two modules.

Criteria to assess BOTH exams are the following ones:

1. ability to analyse a text and elaborate its parts in a synthetic yet exaustive way.
2. debate with clarity, with reference to the theoric frame
3. support and enrich the discussion also with proposals and highlights revealed during the frontal lessons

The final score will be in 30/30.

Aim of the exam is to verify competences in terms of analysis and comprehension of texts, where conceptualization and ability to discuss learned contents in an organic way will be assessed. Particularly appreciated will be the student's ability to move among theoric references and bibliographic material in a personal and consistent way, to highlight the most important aspects of the subject matter. An organic view of the themes dealt with in the classroom and their critical use, and mastery of a specific language will be excellently valued. Mnemonic or mechanic knowledge of the discipline, unarticulated ability of analysis and synthesis and a poor language will be assessed as fair or decent, gaps in knowledge of the main themes and inappropriate verbal expression will be considered barely sufficient. Gaps in knowledge, inappropriate language and the lack of ability to move among bibliographic references will lead to an insufficient evaluation. If students fail one round, they can try all the following ones.

AI can be a useful tool to support independent study by providing in-depth analysis, summaries and self-assessment exercises. As regards assessment, the use of AI is prohibited during face-to-face examinations. Any use constitutes a breach of academic integrity.

 

 

Teaching tools

Videos related to course contents.

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

Office hours

See the website of Tiziana Pironi

See the website of Rossella Raimondo